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  • 1.
    Alatalo, Tarja
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tegmark, Mats
    Dalarna University, School of Humanities and Media Studies, English.
    Winberg, Mikael
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 92018Conference paper (Refereed)
    Abstract [en]

    This paper reports on some preliminary results from the project “To read or not to read: A study of reading practices in compulsory school” funded by the Swedish Research Council. The aim of the project is to develop knowledge of existing reading practices and to find out what kind of teaching that promotes such practices in a way that enables students to learn from reading. The decline in students’ reading literacy is something that concerns and worries many European and other Western countries. But surprisingly it is difficult to find large scale studies focusing on how much students read at school. To be a good reader one needs to practice (Kuhn & Stahl, 2003; Campell et al., 2001); it takes more than 5000 hours of reading to achieve a well-functioning reading capacity (Lundberg & Herrlin, 2005). To learn from text one needs to be able to read a longer text (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Prior research in the field further shows that it is important for students to read different types of texts (Kuhn & Stahl, 2003) and thus develop vocabulary and reading skills in many subjects (see, for example, Biemiller, 2001).The amount of reading, at school or at leisure, correlates positively with reading ability (Anderson et al., 1988; Cunningham & Stanovich, 1997; Taylor et al., 990). In our study we therefore are interested in the total amount of coherent and continuous text students read during an average school day in all their subjects, with a particular focus on reading habits in Swedish (L1), English (L2), Chemistry and History. We also want to find out how the amount of reading correlates with the students’ self-assessed motivation for their school-initiated reading activities. In the first part of the project there is a predominantly quantitative focus in which we seek to find out the extent to which students read continuous prose texts – fictional as well as non-fictional – as part of their everyday school work, and how their reading is related to different types of motivation. The second part of the project has a predominantly qualitative focus where a limited number of groups will be selected for a series of closer classroom studies of teachers as well as students through observations, interviews and questionnaires in order to find out what characterizes the reading practices of these schools and classes. This paper will report on some preliminary results from the first part of the project where the following research questions are to be answered:

    • To what extent do students in years 6 and 9 read continuous prose text—fiction as well as nonfiction— as part of their school work?
    • What kind of motivation do students express for reading nonfiction and fiction texts in different school subjects?
    • What is the nature of the relationship between students’ reading motivation and the extent of their reading in school?
    • What differences in the interest of reading and in the reading habits among females and males, between school years 6 and 9, and between schools can be detected?

    The overall framework of the study is the didactic triangle and the meeting between the teacher, the student and the subject matter in terms of meaning making and reading activities that occur in this meeting (Uljens, 1997; Hudson & Meier, 2011; Liberg et.al. 2002.) We also draw on motivation theories that stress the importance of constructing classroom practices that support student reading motivation by fulfilling the basic needs of autonomy, competence and relatedness (Deci & Ryan, 2008; De Naeghel et al, 2014)  

  • 2.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Institutionen för tillämpad utbildningsvetenskap, Umeå universitet.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Förskolechefers syn på arbete med hållbar utveckling bland förskolebarn2015Conference paper (Refereed)
    Abstract [sv]

    Lärande för hållbar utveckling har varit ett kunskapsområde i den svenska förskolan sedan Agenda 21 1992 (Program of action for sustainable development: Rio declaration on environment and development) och reflekteras i förskolans läroplan. Många förskolor är certifierade för arbete med frågor om hållbar utveckling enligt ”Grön Flagg” (Håll Sverige Rent) eller ”Skola för hållbar utveckling” (Skolverket). Även om förskolechefer har en betydelsefull funktion för att bedriva verksamheten i enlighet med målen i läroplanen och en fungerande arbetsmiljö är lite dokumenterat om chefernas perspektiv på detta arbete. Syftet med denna studie är därför att utveckla kunskap om synen på arbete med hållbar utveckling bland förskolans chefer i certifierade och inte certifierade förskolor. Frågor om hur man beskriver att förskolan arbetar för att utveckla barns intresse och förståelse för hur människor, natur och samhälle påverkar varandra och attityder till ett sådant arbeta har undersökts.

    Semi-strukturerade intervjuer hölls med fem förskolechefer från sju kommunala förskolor varav fyra var certifierade. Ett systemteoretiskt perspektiv används för att beskriva och förklara de attityder som framkommer i undersökningen.

    Datainsamling och analys är ännu inte avslutad. Preliminära resultat indikerar att förskolechefer anser att arbetet med hållbar utveckling i förskolan är mycket viktig och att frågor som rör natur och miljö, situationen för barn i andra länder, matens och leksakers ursprung etcetera, är områden som uppmärksammas. Bland förskolecheferna i certifierade förskolor framträder en tydlig ambition att integrera frågor om hållbar utveckling i verksamheten.

  • 3.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Institutionen för tillämpad utbildningsvetenskap, Umeå universitet.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.(UMSER).
    Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden2016In: Leading education: The distinct contributions of educational research and researchers. 22-26 August, 2016., Dublin: University College Dublin , 2016, p. 1-165Conference paper (Refereed)
    Abstract [en]

    To promote sustainability, the 2030 Agenda for Sustainable Development emphasizes a need for developing knowledge and skills in all learners through education for sustainability (EfS) (UN, 2015). Environmental and sustainability education is stressed in the Swedish preschool curriculum, which states that all preschools should strive to ensure that each child develops respect for all forms of life as well as care for the surrounding environment (Skolverket, Lpfö 98 Rev. 2010). In Sweden, preschools can be awarded two different eco-certifications; about 1500 preschools are certified with ‘Green flag’ and about 200 schools hold ‘Preschool for Sustainable Development’ certification (Ärlemalm-Hagsér, 2013). However, no national evaluation strategy has been developed. In fact, there is a general lack of research on and evaluations of EfS program effectiveness in whole-school sustainability programs globally (Henderson & Tilbury, 2004). The aim of this paper is to describe the development of an instrument which was used to explore and compare the outcomes of eco- and non-eco preschools in terms of children’s understandings and practices of environmental and sustainability issues. ‘Eco-preschool’ refers to a preschool that works explicitly with EfS. The terms ‘sustainability’ and ‘sustainable development’ are used synonymously in this paper. Using a three-interlocking-circles framework, which portrays the equal importance and interdependency of environmental, social and economic dimensions (Elliott, 2013), the concept of sustainability Brundtland (1987) was operationalized in three themes: (i) transport use and recycling, (ii) consumption and (iii) resource sharing. Based on Bruner (1966) Iconic (age 1-6 years) mode of representation, which states that information stored in the form of images and illustrations can be helpful for children’s understanding of an issue, a semi-structured, illustrated interview instrument was developed. Children’s practices were explored through a play-based approach where children performed recycling activities. The instrument was pre-tested with eight children in order to finalize the question design, question wording, appropriateness of illustrations, interview techniques and timing, as well as to collect information on open-ended questions with a view of changing some of them into multiple choice questions. Applying a cross-sectional design, 53 children, aged five and six, were interviewed during February-June 2015. The interviews were audio recorded. Besides describing the development of the instrument, preliminary results from the interview will be presented at the symposium.

    References

    Brundtland, G. H. (1987). World Commission on environment and development: our common future. Oxford University Press. Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59). Cambridge: Harvard University Press. Elliott, J. A. (2013). An introduction to sustainable development. London: Routledge. Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government. ISBN, 1(86408), 979. Skolverket. (Lpfö 98 Rev. 2010). Curriculum for the preschool. The Swedish National Agency for Education. Retrieved 08-03, 2013, from Skolverket website: http//www.skolverket.se UN. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved 02-12, 2015, from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E, accessed 03-12-2015 Ärlemalm-Hagsér, E. (2013). Engagerade i världens bästa? : lärande för hållbarhet i förskolan. Göteborg: Acta universitatis Gothoburgensis.

  • 4.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Winberg, Mikael
    Umeå University.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Children’s learning for a sustainable society: Influences from home and preschool2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, p. 151-172Article in journal (Refereed)
    Abstract [en]

    Although parents and preschool play important roles in developing children’s behavior and attitudes, little is known about their influences on children’ s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children’s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ‘Eco-certified preschools’ refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children’s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children’s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers’ verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children’s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found.

  • 5.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Winberg, Mikael
    Umeå University.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Preschool children’s knowledge about the environmental impact of various modes of transport2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 3, p. 376-391Article in journal (Refereed)
    Abstract [en]

    This study explored Swedish preschool children's knowledge about the environmental impact of various transport modes, and investigated whether or not eco-certification has any role to play in relation to this knowledge. Additionally, this study examined children's perceived sources of knowledge. Using illustrations and semi-structured questions, 53 children, aged five to six years, from six eco-certified and six non-eco-certified preschools were interviewed. Qualitative and quantitative data were analysed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. Findings revealed that most of the children had acquired some knowledge about the environmental impact of various transport modes, although some children were not familiar with the word 'environment'. Although the complexity of children's justifications for the environmental impact of different modes of transport tended to be higher at eco-certified preschools compared to non-eco-certified preschools, no statistically significant differences were found. Parents were reported to be a major source of knowledge.

  • 6.
    Elmersjö, H. A.
    et al.
    Umeå universitet.
    Clark, A.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars2017 (ed. 1)Book (Refereed)
    Abstract [en]

    This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. © The Editor(s) (if applicable) and The Author(s) 2017.

  • 7.
    Elmersjö, H. A.
    et al.
    Umeå universitet.
    Clark, A.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Introduction: Epistemology of rival histories2017In: International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars, Palgrave Macmillan, 2017, p. 1-14Chapter in book (Refereed)
  • 8.
    Lindqvist, Gunilla
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Visualization of Ways to Work with Different Learning Areas in Preeschool2014Conference paper (Refereed)
    Abstract [en]

    The aim of the study

    The aim was to investigate the intentional work of one preschool to create conditions for learning within seven fields 1) Joy and motivation to learn 2) Creativity 3) Self-perception 4) Responsibility and implementation 5) Thinking and analysis 6) Communication and social relations and finally 7) Empathy.

    Relationship to previous research works

    Prior research suggests that knowledge on e.g. how to take responsibility and how to collaborate has important implications for what happens later on in life. Interventions at an early age are more meaningful than later efforts (Ruhm & Waldfogel, 2012). This makes it particularly important to understand how work with this type of knowledge is conducted and promoted in preschool.

    Theoretical and conceptual framework

    This pilot-study is part of a larger research project initiated by the Swedish National Agency for Education. The seven learning areas in focus in this study are based on learning goals formulated in the Swedish curriculum. It is primarily an empirical study using a hermeneutic approach.

    Paradigm, Methodology and Methods

    Three preschool teachers and one childcare worker were observed during ten days. The learning environment and interactions between adults and children were registered. Follow-up interviews were also performed. 

    Ethical considerations

    All participants involved in the study (i.e. preschool managers, preschool personnel, legal guardians) were informed about the study and gave their written consent.

    Main findings

    Results reveal that it is possible to observe how preschool personnel work to create conditions for learning within the seven fields. 

    Implications for practice and/or policy

    A visualization of ways to work with the areas focused is assumed to increase teachers' intentional conduct and be useful in developing educational practice.

  • 9.
    Lindqvist, Gunilla
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Uppsala Universitet.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Åskådliggörande av sätt att arbeta med olika lärandeområden i förskolan2015Conference paper (Other academic)
    Abstract [sv]

    Presentationen tar sin utgångspunkt i en pilotstudie som genomfördes på en förskola i en medelstor stad i Sverige. Syftet var att med hjälp av observationer undersöka hur man i förskolan arbetar med att skapa lust och motivation samt förutsättningar för barns lärande inom kunskapsområdena: kreativitet, självuppfattning, ansvar och genomförande, tänkande och analys, kommunikation och sociala relationer samt empati. Syftet var även att undersöka möjligheten att genom observationer kunna fånga arbetet med ovan nämnda områden. I studien ingick tre förskollärare och en barnskötare som arbetade på en avdelning med 18 barn i åldrarna 3-4 år. Datainsamlingen har främst skett genom observationer under sammanlagt 10 dagar (60 timmar). Pedagogernas handlingar har registrerats genom inspelningar med diktafon samt fältanteckningar som sedan transkriberats och analyserats utifrån en hermeneutisk ansats. Intervjuer har genomförts med pedagogerna efter de tio observationsdagarna. Resultaten tyder på att det är möjligt att genom observationer fånga hur pedagoger arbetar för att skapa förutsättningar för barns lärande inom de studerade kunskapsområdena samt hur man arbetar för att skapa lust och motivation hos barnen. Vi har kategoriserat hur vi tolkar att pedagogerna gör för att skapa dessa förutsättningar: 1) ”Genom att pedagogen gör något” med underkategorierna: Förstärkande, Tillåtande, Avvaktande, Upplysande, Rolltagande, Förklarande, Konkretiserande och Närande, och 2) ”Genom att pedagogen uppmuntrar eller uppmanar barnet att göra något” med underkategorierna: Erinrande, Undersökande, Prövande, Hypotesskapande, Erfarande och Problematiserande. Ett åskådliggörande och begreppsläggande av sätt att arbeta antas kunna öka pedagogernas möjligheter att bredda sin handlingsrepertoar.

  • 10.
    Nygren, T.
    et al.
    Uppsala universitet.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Thorp, R.
    Taylor, M.
    Promoting a historiographic gaze through multiperspectivity in history teaching2017In: International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars, Palgrave Macmillan, 2017, p. 207-228Chapter in book (Other academic)
  • 11. Reynolds, R.
    et al.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Geographical locational knowledge as an indicator of children's views of the world: research from Sweden and Australia2015In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 25, no 1, p. 68-83-Article in journal (Refereed)
    Abstract [en]

    Children's locational knowledge is often used to clarify underlying conceptual understandings of the world in which they live. Although there has been some exploration of how European children view their world there is little recent research on Scandinavian children's knowledge and associated perceptions of the wider world, or about Australian children's views. Coming from opposite parts of the globe it could be expected that children from Sweden and Australia would view the world in a very different manner. This study compared children's knowledge of countries in the world from comparable schools in both nations and found the expected influence of local geographic knowledge and social and economic place in the world on their skills and knowledge. They were influenced by their national space. However, media and popular culture also impacted on their views on the world and this impact was quite similar between the two nations. 

  • 12.
    Reynolds, Ruth
    et al.
    University of Newcastle (Australia).
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 104-130Article in journal (Refereed)
    Abstract [en]

    Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.

  • 13.
    Vinterek, Monika
    Umeå universitet.
    Different kinds of teaching resources – Different kinds of learning?: Teachers’ ends and means2010In: Opening the mind or drawing boundaries?: history texts in Nordic schools, V&R unipress , 2010, p. 123-140Chapter in book (Other academic)
  • 14.
    Vinterek, Monika
    Umeå universitet.
    Elevers textläsning: Undersökning men hjälp av enkäter2008In: Se skolan: Forskningsmetoder i pedagogiskt arbete, Fakultetsnämnden för lärarutbildning, Umeå universitet , 2008, p. 13-25Chapter in book (Other academic)
  • 15.
    Vinterek, Monika
    Umeå universitet.
    Fakta och fiktion i historieundervisningen2000In: Tidskrift för Lärarutbildning och Forskning, (Journal of Research in Teacher Education), Vol. 7, p. 11-25Article in journal (Refereed)
  • 16.
    Vinterek, Monika
    Umeå universitet.
    How to live democracy in the classroom2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, p. 367-380Article in journal (Refereed)
  • 17.
    Vinterek, Monika
    Umeå universitet.
    Individualisera - men varför och hur?: en genomgång av studier av klassform, undervisningsform och elevers resultat i svenska2010In: Svenskläraren, ISSN 0346-2412, p. 12-13Article in journal (Refereed)
  • 18.
    Vinterek, Monika
    Umeå universitet.
    Individualisering i ett skolsammanhang2006Book (Other academic)
  • 19.
    Vinterek, Monika
    Umeå universitet.
    Läsning av texter i klassrummet: En undersökning om elevers läsvanor2009In: Lys på Lesing: Lesing av fagtekster i skolen, Novus , 2009, p. 125-144Chapter in book (Other academic)
  • 20.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Manifestation och konsolidering2014In: Pedagogiskt arbete:: Enhet och mångfald / [ed] Monika Vinterek & Anders Arnqvist, Falun: Högskolan Dalarna, 2014, p. 5-12Chapter in book (Other academic)
  • 21.
    Vinterek, Monika
    Umeå universitet.
    Pedagogiskt arbete: Ett forskningsområde börjar anta en tydlig profil2004In: Tidskrift för Lärarutbildning och Forskning, (Journal of Research in Teacher Education), Vol. 11, p. 73-90Article in journal (Refereed)
  • 22.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Populäre Geschichtsmagazine in Schweden: Mächtige Männer, nackte Frauen und Krieg2016In: Populäre Geschichtsmagazine in internationaler Perspektive: Interdisziplinäre Zugriffe und ausgewählte Fallbeispiele / [ed] Susanne Popp, Jutta Schumann, Fabio Crivellari, Michael Wobring, Claudius Springkart, Frankfurt: Peter Lang Publishing Group, 2016, p. 301-325Chapter in book (Refereed)
  • 23.
    Vinterek, Monika
    Umeå universitet.
    Recension ”Läraren och läsundervisningen” akademisk avhandling av Astrid Ahl1999In: Didaktisk TidskriftArticle in journal (Other academic)
  • 24.
    Vinterek, Monika
    Umeå universitet.
    Svenska elevers läsning av undervisningstexter: helhet eller fragment2007In: Tekst i vekst, Novus , 2007Chapter in book (Other academic)
  • 25.
    Vinterek, Monika
    Umeå Universitet.
    Sätt att organisera för att individanpassa skolgången2010In: I rättan tid?: Om ålder och skolstart / [ed] Utredningen om flexibel skolstart i grundskolan, Stockholm: Fritzes , 2010, p. 71-74Chapter in book (Other academic)
  • 26.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    The use of powerful men, naked women and war to sell: Popular history magazines in Sweden2015In: Commercialised History: Popular History Magazines in Europe. Approaches to a Historico-Cultural Phenomenon as the Basis for History Teaching / [ed] Popp, Susanne; Schumann, Jutta; Hannig, Miriam, Frankfurt am Main: Peter Lang Publishing Group, 2015, p. 295-318Chapter in book (Refereed)
  • 27.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    The Use of Powerful Men, Naked Women to Edutain Popular History Magazines in Sweden2014Conference paper (Other academic)
  • 28.
    Vinterek, Monika
    Umeå universitet.
    Vad är pedagogiskt arbete?2002In: Lärarutbildning och Forskning, (Journal of Research in Teacher Education), Vol. 9, p. 11-21Article in journal (Refereed)
  • 29.
    Vinterek, Monika
    Umeå universitet.
    Åldersblandade klasser: lärares föreställningar och elevers erfarenheter2003Book (Other academic)
  • 30.
    Vinterek, Monika
    Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen.
    Åldersblandning i skolan: elevers erfarenheter2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Mixing ages in school classes became more and more common during the last dec-ades of the 20th century. From being a way to organise classes out of necessity they have now come to be something which is implemented on the basis of pedagogical arguments. The aim of this research has been to improve our knowledge of classes where pupils are not of the same age. A study of the pupils’ perspectives has been my main interest. (Age) homogeneous class can been looked upon as a result of the authorities’ deci-sion to have a fixed age for children to start school and their decision that certain courses should be completed within a defined period of time. Terms and the data concerning heterogeneous age groupings are ambiguous and cannot be fully understood without knowledge of national and sometimes even local contexts. Practices within age heterogeneous classes may differ greatly. A great deal of individual work takes place in age heterogeneous classes. Whether the class is non-mixed or mixed-aged does not seem to have a major im-pact on cognitive or non-cognitive abilities among the pupils, but there are suggestions that age heterogeneous classes might be disadvantageous to pupils in problematic situations. I am able to show that more than 30% of pupils in grades 1-3, close to 25% in grades 4-5, about 15% in grade 6 and a couple of percent of Swedish pupils in the later school years are taught in mixed-age groups. My own empirical research focuses on pupils’ experiences. My investigation has a ‘life-world’ oriented approach inspired by phenomenology. Pupils in grades 5 and 6 from three schools in three different socio-economic settings were interviewed. These pupils had experienced both mixed-age and single-age classes. The life-world of pupils seems to be something different from that encompassed by the philosophy about the advantages of mixing the ages in classes. Pupils find it diffi-cult to maintain or create relationships when only a few pupils of the same sex, who have started school at the same time, can be together in a class for a long time. Be-cause of the importance of social relationships almost every pupil in this investigation wished to be in a single-age class during the following year. It is the importance of common experiences rather than age that is central. Pupils stated that having things in common to study in their everyday schoolwork makes it easier to communicate and contributes to stable friendships. In my conclusion I focus on what it means to have relationships and how these are important for human identity. I also try to show how relationships are important in learning situations at school and for pupils’ opportunities to expand their knowledge.

  • 31.
    Vinterek, Monika
    Umeå universitet.
    Åldersblandning i skolan: elevers erfarenheter2001Other (Other academic)
  • 32.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Alatalo, Tarja
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tegmark, Mats
    Dalarna University, School of Humanities and Media Studies, English.
    Winberg, Mikael
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    The decrease of school related reading in compulsory school 2007–20172018Conference paper (Refereed)
    Abstract [en]

    In this paper we will report some results from a project (funded by the Swedish Research Council) with an aim to develop knowledge of existing reading practices to better understand what kind of support students receive at school to develop reading skills. In this we lean on earlier research that stresses the importance of many hours of diverse reading practice to develop necessary reading skills to be an active part of a democratic society. 

    Data were collected 2017 and relate to the findings of a similar study conducted in 2007. The main research questions addressed in this paper are:

    • To what extent do students in grade 6 and 9 read continuous text, nonfiction as well fiction, as part of their school work?
    • What differences in the amount of reading between grade 6 and 9, among boys and girls respectively, can be detected?
    • What can be noticed about changes in students´ reading at school during the last decade?

    In the year 2017 data were collected by a questionnaire, distributed to schools with grade 6 and grade 9 in a mid-Swedish region, the same was done in 2007 for all students in grade 5 and 8 in one of Sweden’s largest municipalities.  Students were asked to estimate how many pages of continuous text, fiction and non-fiction, they had read in class during the day of the questionnaire. For the 2017 study we also asked about the amount of text read out of school as some kind of school assignment (e.g. homework). In total 1526 (2007) and 3289 (2017) answers remained after data cleaning.

    We found that reading at school has declined substantially the last decade (e.g. 22% had read less than one page in 2007, 30% in 2017). An even higher percentage of students don’t read any pages of continuous school texts in grade 9 compared to grade 6, and girls still read more than boys. We also found that the amount of text read as part of the students’ schoolwork out of school (2017) is lower than for text read at school. These patterns are the same for non-fiction as well as for fiction.  

    In the next part of the study we are taking a closer look at the actual reading practices in a selection of these classrooms trying to understand the results. There is also a need for more studies of the amount of text read at school.

  • 33.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Alerby, Eva
    Luleå Tekniska universitet.
    Erixon, Per-Olof
    Umeå universitet.
    Kroksmark, Tomas
    Jönköping University.
    Har Sverige något att lära av de bästa Pisa-länderna?2015In: Dagens Nyheter, ISSN 1101-2447, no 2015-05-13, p. 1Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Alerby, Eva
    Luleå Tekniska universitet.
    Erixon, Per-Olof
    Umeå universitet.
    Kroksmark, Tomas
    Jönköping University .
    Skolforskning kan lära av japansk fotbollsspelare2015In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 78-79Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Arnqvist, AndersKarlstads universitet.
    Pedagogiskt arbete: Enhet och mångfald2014Collection (editor) (Refereed)
  • 36.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Donelly, Debra
    University of Newcastle, NSW , Australien.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Narrating the nation: Swedish and Australian pre-service history teacher’s conceptualisation of their national history.2016Conference paper (Refereed)
    Abstract [en]

    In Australia national history and the teaching thereof continues to be controversial. Concerns over whose history is being taught in schools (Blainey, 1993; Donnelly, 1997), parallels anxieties over what the public knows about their nation’s past (Ashton, Connors, Goodall, Hamilton, & McCarthy, 2000; Ashton & Hamilton, 2007). In Sweden, on the other hand, national history does not have a dominant role in public discourse or research on history education. This lack of attention could, however, also be problematic (Lozic, 2010; Nordgren, 2006).

    Using an open-ended narrative methodology inspired by Canadian researcher Jocelyn Létourneau (2006), the Comparing our Pasts (COP) project aimed to determine and compare what Swedish and Australian pre-service teachers, as an important group when it comes to their future influential position in schools, know, understand, and believe to be important about their countries’ past. This paper reports on the preliminary analysis of the pre-service teachers’ narratives, comparing their perception of the nation as a geographical, cultural, or constitutional entity as well as Swedish and Australian stories of foundation and conquest. Furthermore, the paper examines the way the participants framed their narratives and the lens they used to relate and interpret their respective national histories and their understanding of the nation and the past.

  • 37.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Donnelly, Debra
    University of Newcastle, Australia.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tell us about your nation’s past: Swedish and Australian preservice history teachers’ conceptualisation of their national history2017In: Yearbook (of the International Society for History Didactics), ISSN 1608-8751, Vol. 38, p. 51-72Article in journal (Refereed)
    Abstract [en]

    The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.

  • 38.
    Vinterek, Monika
    et al.
    Umeå universitet.
    Helgason, Þorsteinn
    Björnsdottír, Amalia
    History in the Textbooks and the Teachers Who Use Them: A Teachers’ Survey and More.2010In: Opening The Mind or Drawing Boundaries?: History Texts in Nordic Schools, V&R unipress , 2010, p. 99-105Chapter in book (Other academic)
  • 39.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lindmark, Daniel
    Umeå universitet.
    Forskarskolors bidrag till akademi och skola: Intentioner och erfarenheter2016In: Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson / [ed] Urban Claesson & Dick Åhman, Möklinta: Gidlunds förlag, 2016, 1, p. 269-293Chapter in book (Other academic)
  • 40.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Fredriksson, Karolina (Author of introduction, etc.)
    Skolverket.
    Att utmana och stimulera barns lärande och utveckling i förskolan: En observationsstudie i fem förskolor2015Report (Other academic)
  • 41.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Visualization of Ways to Work with Different Learning Areas in Preschool – A Pilot Study2014Conference paper (Other academic)
  • 42.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Nygren, Thomas
    Haydn, Terry
    Starting a War? – Using Popular History Magazines to Problematize the Start of World War One in schools in Sweden and the UK2014Conference paper (Other academic)
  • 43.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    Parks, Robert J.University of Newcastle, Australien.
    History Curriculum, Geschichtsdidaktik, and the Problem of the Nation: Education : Special Issue2012Collection (editor) (Refereed)
    Abstract [en]

    The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.

  • 44.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Reynolds, Ruth
    University of Newcastle.
    Yngre elevers kartkunskaper och uppfattningar om olika delar av världen i geografiämnet2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Lund: Gleerups Utbildning AB, 2016, p. 116-122Chapter in book (Other academic)
  • 45.
    Vinterek, Monika
    et al.
    Umeå universitet.
    Rönnqvist, Carina
    Introduktion2008In: Se skolan: Forskningsmetoder i pedagogiskt arbete, Fakultetsnämnden för lärarutbildning, Umeå universitet , 2008Chapter in book (Other academic)
1 - 45 of 45
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